AE17.MU.HI.AD.12

Arts Education (2017) Grade(s): 06-12 - Music

AE17.MU.HI.AD.12
Establish and justify interpretations of the expressive intent and meaning of musical selections by comparing and synthesizing varied researched sources, including reference to examples from other art forms.

Unpacked Content

Essential Questions

EU: Through their use of elements and structures of music, creators and performers provide clues to their expressive intent.
EQ: How do we discern musical creators' and performers' expressive intent?

Skills Examples

Performing

Guitar: Improvise a 16-measure melody over a given chord progression.
Piano: Perform all major and minor scales 2 octaves, hands together.
Develop instrumental solo and/or ensemble performance skills to include performance through traditional classical and other notations (e.g. chord symbols in Jazz).
Articulate a personal philosophy of music including personal valuing, musical preferences, and involvement.
Develop, analyze and apply appropriate criteria to evaluating pieces of music and musical performances within and outside the classroom.
Perform a leading part in an ensemble exhibiting advanced ensemble, performance, and leadership skills.
Independently prepare and perform advanced level ensemble and solo music and demonstrate precise intonation, rhythm, and a high degree of musicality.

Creating

Analyze various music works from a variety of world cultures and identify unique features of the compositions and how they relate to the performance style.
Improvise over chord progressions of a varied repertoire of musical styles/ genres.
Identify non-traditional harmonic progressions in selected music.
Identify musical terms and symbols for articulation and expression.
Identify and trace the development of the elements of music across musical styles and world cultures.

Reading/ Writing

Demonstrate sight-reading abilities at a mastery level of skill and complexity.
Discuss how people differ in their response to musical experiences based upon culture, environment, values and personal experiences.
Use roman numerals and figured bass symbols to analyze a teacher for an instructor selected music passage.
Compose an original work or an arrangement of a pre-existing work for an ensemble performance.

Responding/ Evaluating

Describe how compositional techniques are used to create variety, unity, tension and release in a composition.
Evaluate personal musical career choices and determine the path to achieve these goals.
Develop and apply criteria for evaluating quality and effectiveness of musical performances and compositions.
Develop and articulate a personal philosophy about the purpose and value of music.
Describe different compositional devices and techniques found in a variety of selected musical works, and, make educated conjectures about why composers used such specific techniques.

Vocabulary

Rhythm

Meter (non-metered)
Notes and Rests (irregular divisions, i.e., 5 or 7 notes per beat)
Other (3 against 4)

Melody

Scales (symmetrical, exotic)
Melodic Figures (nonharmonic tones)

Harmony

Triads (diatonic triad qualities in minor keys: i ii^o III+ iv V VI vii^o)
Seventh Chords (diatonic 7th chord qualities in major keys: IM⁷ iim⁷ iiim⁷ IVM⁷ V⁷ vim⁷ viim^7-5)
Function (modulation, pivot chords, borrowed chords)
Non-Tertian harmony
Figured bass

Form

Forms (fugue, concerto, scherzo, divertimento, etude, prelude)
Texture (hetereophonic, mixed textures)

Performance practice conventions in various periods/ styles (Baroque, Classical, Romantic, Modern, Pop/ Jazz/ World)

Playing techniques/ practice techniques
Scales and Arpeggios
I-IV-V7-I/i-iv-V7-i cadences
Cadences/ chord progressions/ improvisation in Popular/ Rock/ Jazz style(s)
Improvisation with non-tertian harmony
Sight-Reading
Ensemble Playing
Repertoire, representative of Baroque, Classical, Romantic, Modern, and Popular/ Rock/ Jazz/ World periods/ styles, memorized and performed

Anchor Standards

Anchor Standard 9: Apply criteria to evaluate artistic work.